This document discusses various definitions, characteristics, principles, domains, and theories of learning. It begins by defining learning as a process of adopting new behaviors through experience in order to overcome obstacles. Some key points discussed include:
- Learning results in enduring changes in behavior and involves adjusting to new situations.
- Important factors in learning include motivation, practice, feedback, and the learning environment.
- Learning involves cognitive, psychomotor, and affective domains and can be measured based on knowledge, skills, and attitudes gained.
- Learning theories discussed include behavioral, cognitive, and constructivist approaches. Conditioning and reinforcement play a role in behavioral theories of learning.
THE EXPENSE OF QUALITY IS AN INTERACTIVE PROCESS BETWEEN CUSTOMER & PROVIDER. QUALITY ASSURANCE USUALLY FOCUSES ON MATERIAL, GOOD WORK & SERVICE PROVIDED EFFECTIVELY. ANY LACK IN SERVICE PROVIDED CAUSES DECREASE IN QUALITY
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
The health care system and the nursing profession is expanding globally , there fore it is important for nurses to know the trends, issues and challenges in new millennium.
THE EXPENSE OF QUALITY IS AN INTERACTIVE PROCESS BETWEEN CUSTOMER & PROVIDER. QUALITY ASSURANCE USUALLY FOCUSES ON MATERIAL, GOOD WORK & SERVICE PROVIDED EFFECTIVELY. ANY LACK IN SERVICE PROVIDED CAUSES DECREASE IN QUALITY
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
The health care system and the nursing profession is expanding globally , there fore it is important for nurses to know the trends, issues and challenges in new millennium.
Foundations of Education: Biological-Psychological Foundations of Education [...Roy Capangpangan
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Preparing Behavioral ObjectivesChapter 3Do Now Activity.docxharrisonhoward80223
Preparing Behavioral Objectives
Chapter 3
Do Now Activity
Go To the Padlet found on this website and answer the question posted about the CEC ethical guidelines
https://padlet.com/smurphy50/njkxhx0bphwy
If they ask for a password: shipweek3
Activity Reading
Identify recent (within the last 10 years) news articles or reports about the controversy surrounding the use of behavior-change procedures. Some keywords you may consider using: "behavior-change procedures", "seclusion", "restraint", "behavior modification". Bring your findings to class. Be prepared to present your findings to your peers, as well as comment on the articles and reports your peers bring.
Objectives
Understand the importance of writing behavioral objectives
Know how to pinpoint and operationally define behaviors
Understand the purpose of establishing goals
Be able to address the four components of objectives and be able to write measurable behavioral objectives
Understand levels of learning and write objectives that address varying levels of response competence
Identify the six elements of a core IEP
Definition
Behavioral Objective: a statement that communicates a proposed change in behavior and describes a level of performance and serves as a basis for evaluation
Describes the behavior that should result from planned instruction/intervention
MUST BE Clear and explicit- anyone reading the objective should be able to understand exactly what a student is working to accomplish
Purpose
Increase communication regarding behavioral objectives
Clarify goals and facilitate communication amongst those involved in the program
A clearly stated target for instruction facilitates effective programming
Ongoing evaluation and measurement enables continuous progress monitoring and allows you to evaluate the effectiveness of programming .
Pinpointing Behavior
refines a broad generalization into specific, observable, measureable behaviors.
Asking a series of questions to get a clear understanding of the targeted behavior
Could you tell me what he does?
When she does that, what does it look like?
What do you want him to do?
Examples
Look at the examples below? What questions could you ask to get pinpoint a behavior?
1. Jessica is disruptive in class.
2. Eric is always off task.
3. John throws tantrums
4. Patti’s work is always a mess.
Pinpointing Behavior
Asking a series of questions will lead to data collection methods and drive interventions.
If more than one targeted behavior is identified listing behaviors by priority is also important.
Least to most interference to the child’s learning or the learning of others.
These questions will help guide the team to a referral if deemed necessary.
Target behaviors defined Educational Goals behavioral objectives
Educational Goals
Statement of annual program intent
Evolve from an accumulation of evaluation information
Objectives should be derived from these goals
Evaluation Data
Formal Sources of Evaluation Data: .
India Clinical Trials Market: Industry Size and Growth Trends [2030] Analyzed...Kumar Satyam
According to TechSci Research report, "India Clinical Trials Market- By Region, Competition, Forecast & Opportunities, 2030F," the India Clinical Trials Market was valued at USD 2.05 billion in 2024 and is projected to grow at a compound annual growth rate (CAGR) of 8.64% through 2030. The market is driven by a variety of factors, making India an attractive destination for pharmaceutical companies and researchers. India's vast and diverse patient population, cost-effective operational environment, and a large pool of skilled medical professionals contribute significantly to the market's growth. Additionally, increasing government support in streamlining regulations and the growing prevalence of lifestyle diseases further propel the clinical trials market.
Growing Prevalence of Lifestyle Diseases
The rising incidence of lifestyle diseases such as diabetes, cardiovascular diseases, and cancer is a major trend driving the clinical trials market in India. These conditions necessitate the development and testing of new treatment methods, creating a robust demand for clinical trials. The increasing burden of these diseases highlights the need for innovative therapies and underscores the importance of India as a key player in global clinical research.
The dimensions of healthcare quality refer to various attributes or aspects that define the standard of healthcare services. These dimensions are used to evaluate, measure, and improve the quality of care provided to patients. A comprehensive understanding of these dimensions ensures that healthcare systems can address various aspects of patient care effectively and holistically. Dimensions of Healthcare Quality and Performance of care include the following; Appropriateness, Availability, Competence, Continuity, Effectiveness, Efficiency, Efficacy, Prevention, Respect and Care, Safety as well as Timeliness.
The Importance of Community Nursing Care.pdfAD Healthcare
NDIS and Community 24/7 Nursing Care is a specific type of support that may be provided under the NDIS for individuals with complex medical needs who require ongoing nursing care in a community setting, such as their home or a supported accommodation facility.
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This content provides an overview of preventive pediatrics. It defines preventive pediatrics as preventing disease and promoting children's physical, mental, and social well-being to achieve positive health. It discusses antenatal, postnatal, and social preventive pediatrics. It also covers various child health programs like immunization, breastfeeding, ICDS, and the roles of organizations like WHO, UNICEF, and nurses in preventive pediatrics.
ICH Guidelines for Pharmacovigilance.pdfNEHA GUPTA
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Deep Leg Vein Thrombosis occurs when a blood clot forms in one or more of the deep veins in the legs. These clots can impede blood flow, leading to severe complications.
Defecation
Normal defecation begins with movement in the left colon, moving stool toward the anus. When stool reaches the rectum, the distention causes relaxation of the internal sphincter and an awareness of the need to defecate. At the time of defecation, the external sphincter relaxes, and abdominal muscles contract, increasing intrarectal pressure and forcing the stool out
The Valsalva maneuver exerts pressure to expel faeces through a voluntary contraction of the abdominal muscles while maintaining forced expiration against a closed airway. Patients with cardiovascular disease, glaucoma, increased intracranial pressure, or a new surgical wound are at greater risk for cardiac dysrhythmias and elevated blood pressure with the Valsalva maneuver and need to avoid straining to pass the stool.
Normal defecation is painless, resulting in passage of soft, formed stool
CONSTIPATION
Constipation is a symptom, not a disease. Improper diet, reduced fluid intake, lack of exercise, and certain medications can cause constipation. For example, patients receiving opiates for pain after surgery often require a stool softener or laxative to prevent constipation. The signs of constipation include infrequent bowel movements (less than every 3 days), difficulty passing stools, excessive straining, inability to defecate at will, and hard feaces
IMPACTION
Fecal impaction results from unrelieved constipation. It is a collection of hardened feces wedged in the rectum that a person cannot expel. In cases of severe impaction the mass extends up into the sigmoid colon.
DIARRHEA
Diarrhea is an increase in the number of stools and the passage of liquid, unformed feces. It is associated with disorders affecting digestion, absorption, and secretion in the GI tract. Intestinal contents pass through the small and large intestine too quickly to allow for the usual absorption of fluid and nutrients. Irritation within the colon results in increased mucus secretion. As a result, feces become watery, and the patient is unable to control the urge to defecate. Normally an anal bag is safe and effective in long-term treatment of patients with fecal incontinence at home, in hospice, or in the hospital. Fecal incontinence is expensive and a potentially dangerous condition in terms of contamination and risk of skin ulceration
HEMORRHOIDS
Hemorrhoids are dilated, engorged veins in the lining of the rectum. They are either external or internal.
FLATULENCE
As gas accumulates in the lumen of the intestines, the bowel wall stretches and distends (flatulence). It is a common cause of abdominal fullness, pain, and cramping. Normally intestinal gas escapes through the mouth (belching) or the anus (passing of flatus)
FECAL INCONTINENCE
Fecal incontinence is the inability to control passage of feces and gas from the anus. Incontinence harms a patient’s body image
PREPARATION AND GIVING OF LAXATIVESACCORDING TO POTTER AND PERRY,
An enema is the instillation of a solution into the rectum and sig
Antibiotic Stewardship by Anushri Srivastava.pptxAnushriSrivastav
Stewardship is the act of taking good care of something.
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
WHO launched the Global Antimicrobial Resistance and Use Surveillance System (GLASS) in 2015 to fill knowledge gaps and inform strategies at all levels.
ACCORDING TO apic.org,
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
ACCORDING TO pewtrusts.org,
Antibiotic stewardship refers to efforts in doctors’ offices, hospitals, long term care facilities, and other health care settings to ensure that antibiotics are used only when necessary and appropriate
According to WHO,
Antimicrobial stewardship is a systematic approach to educate and support health care professionals to follow evidence-based guidelines for prescribing and administering antimicrobials
In 1996, John McGowan and Dale Gerding first applied the term antimicrobial stewardship, where they suggested a causal association between antimicrobial agent use and resistance. They also focused on the urgency of large-scale controlled trials of antimicrobial-use regulation employing sophisticated epidemiologic methods, molecular typing, and precise resistance mechanism analysis.
Antimicrobial Stewardship(AMS) refers to the optimal selection, dosing, and duration of antimicrobial treatment resulting in the best clinical outcome with minimal side effects to the patients and minimal impact on subsequent resistance.
According to the 2019 report, in the US, more than 2.8 million antibiotic-resistant infections occur each year, and more than 35000 people die. In addition to this, it also mentioned that 223,900 cases of Clostridoides difficile occurred in 2017, of which 12800 people died. The report did not include viruses or parasites
VISION
Being proactive
Supporting optimal animal and human health
Exploring ways to reduce overall use of antimicrobials
Using the drugs that prevent and treat disease by killing microscopic organisms in a responsible way
GOAL
to prevent the generation and spread of antimicrobial resistance (AMR). Doing so will preserve the effectiveness of these drugs in animals and humans for years to come.
being to preserve human and animal health and the effectiveness of antimicrobial medications.
to implement a multidisciplinary approach in assembling a stewardship team to include an infectious disease physician, a clinical pharmacist with infectious diseases training, infection preventionist, and a close collaboration with the staff in the clinical microbiology laboratory
to prevent antimicrobial overuse, misuse and abuse.
to minimize the developme
Empowering ACOs: Leveraging Quality Management Tools for MIPS and BeyondHealth Catalyst
Join us as we delve into the crucial realm of quality reporting for MSSP (Medicare Shared Savings Program) Accountable Care Organizations (ACOs).
In this session, we will explore how a robust quality management solution can empower your organization to meet regulatory requirements and improve processes for MIPS reporting and internal quality programs. Learn how our MeasureAble application enables compliance and fosters continuous improvement.
2. DEFINITIONS OF LEARNING
Learning is the process by which an organism is
satisfying its motivation, adopts and adjusts its
behavior in order to overcome obstacles and
barriers.-Hunter and Hilgard
Learning is not an addition of experience , nor is
it old experience summed up , rather it is the
synthesis of old and the new experiences which
results in completely new organization or
pattern of experience.-Heidgerken.
3. DEFINITIONS OF LEARNING(CONTINUED)
Learning is acquisition of habits, knowledge
and attitudes.It involves new way of doing
things and it operates in an individual ‘s
attempt to overcome obstacles or to readjust
to new situations. It represent progressive
change in behavior.It enables him to satisfy
interest to attain goals.-Crow and Crow
4. DEFINITIONS OF LEARNING(CONTINUED)
‘an activity can be called learning so far as it
develops the individual and makes it
behavior and experiences different from
what that would otherwise have been.-
Woodsworth RH.
Learning is an enduring change in behavior,
or in the capacity to behave in a given
fashion, which results from practice or other
forms of experience.-Shunk,1996
5. MAIN FACTORS IN DEFINITIONS OF LEARNING
Brings change in behaviour usually for
betterment.
Change takes place through practice and
behaviour and not due to maturation.
Change in behaviour should be relatively
permanent lasting for years, months or
weeks.
6. CHARACTERISTICS OF LEARNING:
By yoakman and simpson
1) Learning is adjustment.
2) Learning is purposeful.
3) Learning is experience.
4) Learning is growth.
5) Learning is intelligent.
6) Learning is active.
7) Learning is both individual and social.
8) Learning is-the product of the
environment..
9) Learning affects the conduct of the
7. CHARACTERISTICS OF LEARNING(CONTINUED)
Learning helps in making choice.
Learning helps to bring changes.
Learning help in continuous professional
development.
Learning helps keep in tune in with trends
and development in particular fields.
8. PRINCIPLES OF LEARNING
For effective learning:
Teacher guidance
Self discovery/generalization of past
experience.
Background experience, sufficient mental
maturity, readiness & desire of learner.
Goal directed provisional trials.
New has meaning related to old.
Motivation of learner.
Provision for transfer.
No anxiety and mental illness.
9. 10 PRINCIPLES OF LEARNING
By The Joint Task Force on Student
Learning(JTFSL): learning is –
1) A constant interaction between learner
environment.
2) An outcome of stimulation and motivation of
learner.
3) An active process.
4) Ongoing developmental and cumulative
process.
5) An outcome of cooperation and support.
10. 10 PRINCIPLES OF LEARNING(CONTINUED)
By The Joint Task Force on Student
Learning(JTFSL): learning is –
6) An essential influence of environment.
7) Through practice ,feedback and evaluation.
8) A formal as well as an informal act.
9) An individual phenomenon.
10) An act of self awareness.
11. PRINCIPLES OF LEARNING/LAWS OF LEARNING
Edward Thorndike has developed the first three
laws of learning .
Law of readiness – implies the degree of
preparedness and eagerness to learn.
Law of exercise – things that are most often
repeated are best remembered.
Law of effect – based on the emotional reaction
and motivation of the student. Learning is
strengthened with pleasant or satisfying feeling
while unpleasant feelings tend to do otherwise.
12. PRINCIPLES OF LEARNING/LAWS OF LEARNING
THE ADDITIONAL THREE LAWS
Law of primacy – learning should be done
correctly for the first time since it is difficult to
“unlearn” or change an incorrectly learned
material.
Law of recency – things that are most
recently learned are often best remembered.
Law of intensity – the more intense
something is taught, the more likely it will be
retained.
13. PRINCIPLES OF LEARNING/LAWS OF LEARNING
Law of doing /experience
Law of motivation
Law of repetition
Law of association
Law of relevency
16. COGNITIVE DOMAIN
Level Description Verbs Objective
Knowledge To recall or recognize
information in some pre-
arranged form.
Define List Define levels of
cognitive domain.
Comprehen
sion
To understand meaning of
information based on prior
learning.
Describe Explain
Interpret
Explain purpose of
cognitive domain.
Application To utilize information to
complete a task with limited
direction.
Compute Solve Use Write objective for
levels of cognitive
domain.
Analysis To classify and relate
assumptions or evidence.
Contrast Examine Compare cognitive &
affective domains.
Synthesis To integrate or combine
ideas into a new product or
plan.
Design Develop
Organize
Design way to write
objectives that
combines 3 domains.
Evaluation Critique idea based on
specific standards and
criteria.
Appraise
Judge
Justify
Judge effectiveness of
writing objectives using
taxonomy.
17. PSYCHOMOTOR DOMAIN
Level Description Verbs Objective
Perceiving Recognizing movement position or
pattern.
Listen Observe Discover headstand
movement principles.
Patterning/s
et
Reproducing movement position or
pattern.
Imitate Practice Perform headstand
following modeling.
Accommod
ating/guide
d response
Using or modifying movement
position or pattern.
Adjust Modify Use headstand in
routine.
Refining Demonstrating efficient control in
performing pattern.
Improve
Master
Perform headstand with
pointed toes.
Varying Performing movement pattern in
different ways.
Design Develop Perform headstand in
three positions.
Improvisin
g/adaptatio
n
Originating novel movement or
movement combinations.
Construct Invent Combine headstand
with new skill.
Composing
/origination
Creating unique movement pattern. Create Invent Create floor exercise
routine.
18. AFFECTIVE DOMAIN
Level Description Verbs Objective
Receiving Being aware of, or attending
to something in the
environment.
Listen
Notice
Tolerate
Listen attentively to
badminton introduction.
Responding Showing some new behavior
as a result of experience.
Comply Enjoy
Follow
Voluntarily help set up
badminton nets.
Valuing Showing some definite
involvement or commitment.
Carry out Express Attend optional
badminton match.
Organizatio
n
Integrating a new value into
one's general set of values
relative to other priorities.
Choose
Consider Prefer
Purchase own
badminton racket.
Characteriz
ation
Acting consistently with the
new value; person is known
by the value.
Act on Depict
Exemplify
Join intramurals to play
badminton twice per
week.
Receiving Being aware of, or attending
to something in the
environment.
Listen
Notice
Tolerate
Listen attentively to
badminton introduction.
19. FACTORS AFFECTING LEARNING
1. Internal factors
Age
Intelligence
Attention
Interest
Holistic health
Maturation
Observation &learning
Fatigue
Insight
2. External factors
knowledge
Meaningfulness
Exercise and repetition
By parts learning
Teaching and Learning
environment
Learning Situation
Motivation and Learning:
Clarity
Task Orientation:
Student involvement
Variety
Teacher enthusiasm
20. THEORIES OF LEARNING
Sensory Stimulation Theory:
Behaviorist learning theory
Operant Conditioning
Drive Reduction Theory/psychodynamic
learning theory
Cognitive-Gestalt theory:
Facilitation theory (the humanist
approach)
21. THEORIES OF LEARNING (CONTINUED)
Conditioning
Theory/Connectionist/Associations Theories
Learning by Trial and Error
Learning by Observation and imitation
Learning by Doing
Learning by remembering
Learning by insight
Learning is measured by performance of
activities:
23. Learners retain……
of what they read
of what they hear
of what they see
of what they see & hear
of what they say as they talk
of what they say as they do a
thing
10%
20%
90%
70%
50%
30%
24. BEHAVIORIST LEARNING THEORY
All species of animals learn in similar (equal ways
with the same guiding principles)
To understand learning processes, focus on
stimulus and responses
Internal process should be excluded from the study
of learning.
Learning is evidenced by a behavior change.
Organisms are blank slates at birth
Learning is a result of environmental events
25. OPERANT CONDITIONING
Learning where frequency of a behavior
depends on the consequence that follows
that behavior
The frequency of behaviour will increase if
the consequence is reinforcing to the
subject.
The frequency of behaviour will decrease if
the consequence is not reinforcing or
punishing to the subject.
26. OPERANT CONDITIONING(CONTINUED)
Reinforcement
Any consequence that
increases the
likelihood of the
behavior it follows.
Punishment
Any consequence that
decreases the
likelihood of the
behavior it follows
27. REINFORCEMENT
Positive
reinforcement
Anything that
increases the
likelihood of a behavior
by following it with a
desirable event or
state
The subject receives
something they want
(added)
Will strengthen the
behavior
Negative
reinforcement
Anything that increases
the likelihood of a
behavior by following it
with the removal of an
undesirable event or
state
Something the subject
doesn’t like is removed
(subtracted)
Will strengthen the
behavior.
29. PUNISHMENT
Positive punishment
Something is added to
the environment you
do NOT like.
Punishment by
Application
Negative punishment
Something is taken
away that you DO LIKE.
Lose a privilege.
Punishment by
Removal
31. COGNITIVE-GESTALT THEORY:
Importance is on experience, meaning,
problem-solving and the development of insights
.
concept -individuals have different needs and
concerns at different times, and that they have
subjective interpretations in different contexts.
Key to learning and changing is individuals
cognitions(perception, thought, memory, and
ways to processing and structuring information.)
Eg –short note on orange
32. FACILITATION THEORY (THE HUMANIST
APPROACH)
Developer Carl Roger
Learning will occur by the educator acting as
a facilitator.
Atmosphere- comfortable not threatened by
the external factors.
33. THEORIES OF LEARNING (CONTINUED)
Learning by Trial and Error
Slow
Laborious
Primitive type.
Example: child will learn by imitation and trial and
error method.
Learning by Observation and imitation`
Observation promotes attention, discrimination
and recognition.
Skills are learned by observation method only.
Examples: During demonstration.
34. THEORIES OF LEARNING (CONTINUED)
Learning by Doing, eg-nursing procedure.
Learning by remembering, eg –
memorising events and dates.
Learning by insight, eg-problem solving.
Learning is measured by performance of
activities, teachers observation of
students performance in theory and
learning.
35. RELATIONSHIP BETWEEN TEACHING AND
LEARNING
1. Both teaching & learning may be formal or informal.
2. Both are goal oriented.
3. Good teaching results in good learning.
4. One can observe teaching but not learning.
5. Both teaching and learning require skills, creativity,
and intelligence and operate on definite principles.
6. Good teaching requires good communication skill &
good learning requires good listening skills.
7. Only good learners become good teachers.
In addition to learning predominately through what we see, having students do return demonstrations (for example, role play and simulations) enhance the student’s retention of what they are learning. (Socony-Vacuum Oil Co. Studies, U.S. Department of Health Education & Welfare, 1994).